The document discusses the journey of building an online culture of flexible learning at the University of Leeds. It describes how last year's efforts identified opportunities from departmental, learner, and institutional perspectives. This year, the project aims to identify an effective technological solution, empower educators, and foster collaboration. WordPress was selected as the platform due to its flexibility, community support, and standards compliance. Implementation included setting up a network of sites, selecting plugins, and providing tools for content creation. Examples demonstrate the welcome page, training resources, and community site. Future directions include launching a separate professional development site and exploring badges and links to other systems.
Using Twitter for Teaching, Learning, and Professional DevelopmentJason Rhode
Have you wondered what Twitter is and what if any practical applications there are for teaching and learning? Perhaps you are among the 30% of faculty who now use Twitter in some capacity and you would like to learn some tips and tricks for better utilizing Twitter in education context. During this online session offered 11/30/2012 we introduced the basics of Twitter and explored best practices for using Twitter in teaching, learning and professional development.
Social Teaching Strategies for Engaging Today's Active LearnerJason Rhode
The prevalence and widespread use of social media tools make possible a seemingly endless array of ways to share ideas and build new knowledge. During this keynote presentation on March 29, 2013 at Western Illinois University Symposium on Teaching, Research, and Creative Activities by Jason Rhode, we considered how students today are using social media in their daily lives and explore together how social media can be used to actively engage students in the learning process, both in and outside the classroom. A social teaching framework was shared as well as principles and best practices for leveraging social media in teaching and learning. Participants were encouraged to bring their own device to actively participate in the conversation!
Online and mobile versions of the handout accompanying the slides is available at http://j.mp/socialteaching
Session hashtag, for tweeting or other social media uses: #socialteaching
Empowering YouTube for Higher Education3Play Media
This webinar will teach you how to leverage your YouTube videos to create an engaging learning portal for your students. Justin McCutcheon, the CEO and co-founder of Cattura, will walk you through the tools available for utilizing learning solutions that bridge Google Apps for Education, YouTube, and other Google services to create a rich video experience for your YouTube videos directly inside of your learning management system course.
This webinar will cover:
- An overview of video solutions with Google Apps for Education and YouTube
- Creating a well-organized YouTube course portal
- Delivering lecture capture and flipped classroom content to YouTube
- Making recorded and public YouTube videos accessible with closed captions
- Enriching YouTube videos with time-coded video metadata to drive notes, chapters, tags, and video search
- Creating a complete educational integration between Google Apps for Education and your LMS
- Leveraging Google tools such as YouTube annotations, video clipping, and Google Analytics to improve your educational video content
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
Maintaining Momentum: Successful Faculty Development Strategies for Supporti...Jason Rhode
How do rollouts of new Blackboard releases impact institutions? What steps are institutions taking to prepare faculty, teaching staff, and students for the changes brought about by Blackboard upgrades? During this presentation at the 2013 Blackboard Product Development Offsite on May 15, 2013, Northern Illinois University shared its comprehensive faculty development strategy for supporting faculty and preparing the campus community for new upgrades. Specific steps taken to prepare faculty and staff for each service pack were shared, including the initiatives underway in conjunction with NIU's upgrade from Learn 9.1 SP8 to SP11 in June 2013. Walk away with practical examples of how an institution is compiling and integrating available support documentation and resources from Blackboard to share with its campus as well as the wider Blackboard user community!
The progression in the past decade of blogs from personal web journals to a platform for established professionals, corporations and writers has also created opportunities for education. This session looks at the use of blogs with graduate students at NJIT over the past two years as a method for regular student reflection on learning. Using either free services or commercial products, blogs offer the easiest method for students to publish online to a large audience without sophisticated web design skills. This allows them to focus on specific topics and on their knowledge construction. Built-in feedback tools allow teacher-to-student and peer-to-peer commentary. Though blogs can serve as e-portfolios, this project focused on writing concepts, publishing practices, intellectual property and digital design as a learning portfolio. This project will be incorporated into program competencies for students as reflective practitioners in addition to an established e-portfolio program.
The chicken or the Elgg? Developing a socially constructed self-paced learnin...Jason Rhode
Rhode, J. F. (2008, May 8). The chicken or the Elgg? Developing a socially constructed self-paced learning environment. Presented at the 2008 Sloan-C Internation Symposium on Emerging Technology Applications for Online Learning, Carefree, AZ.
Using Twitter for Teaching, Learning, and Professional DevelopmentJason Rhode
Have you wondered what Twitter is and what if any practical applications there are for teaching and learning? Perhaps you are among the 30% of faculty who now use Twitter in some capacity and you would like to learn some tips and tricks for better utilizing Twitter in education context. During this online session offered 11/30/2012 we introduced the basics of Twitter and explored best practices for using Twitter in teaching, learning and professional development.
Social Teaching Strategies for Engaging Today's Active LearnerJason Rhode
The prevalence and widespread use of social media tools make possible a seemingly endless array of ways to share ideas and build new knowledge. During this keynote presentation on March 29, 2013 at Western Illinois University Symposium on Teaching, Research, and Creative Activities by Jason Rhode, we considered how students today are using social media in their daily lives and explore together how social media can be used to actively engage students in the learning process, both in and outside the classroom. A social teaching framework was shared as well as principles and best practices for leveraging social media in teaching and learning. Participants were encouraged to bring their own device to actively participate in the conversation!
Online and mobile versions of the handout accompanying the slides is available at http://j.mp/socialteaching
Session hashtag, for tweeting or other social media uses: #socialteaching
Empowering YouTube for Higher Education3Play Media
This webinar will teach you how to leverage your YouTube videos to create an engaging learning portal for your students. Justin McCutcheon, the CEO and co-founder of Cattura, will walk you through the tools available for utilizing learning solutions that bridge Google Apps for Education, YouTube, and other Google services to create a rich video experience for your YouTube videos directly inside of your learning management system course.
This webinar will cover:
- An overview of video solutions with Google Apps for Education and YouTube
- Creating a well-organized YouTube course portal
- Delivering lecture capture and flipped classroom content to YouTube
- Making recorded and public YouTube videos accessible with closed captions
- Enriching YouTube videos with time-coded video metadata to drive notes, chapters, tags, and video search
- Creating a complete educational integration between Google Apps for Education and your LMS
- Leveraging Google tools such as YouTube annotations, video clipping, and Google Analytics to improve your educational video content
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
Maintaining Momentum: Successful Faculty Development Strategies for Supporti...Jason Rhode
How do rollouts of new Blackboard releases impact institutions? What steps are institutions taking to prepare faculty, teaching staff, and students for the changes brought about by Blackboard upgrades? During this presentation at the 2013 Blackboard Product Development Offsite on May 15, 2013, Northern Illinois University shared its comprehensive faculty development strategy for supporting faculty and preparing the campus community for new upgrades. Specific steps taken to prepare faculty and staff for each service pack were shared, including the initiatives underway in conjunction with NIU's upgrade from Learn 9.1 SP8 to SP11 in June 2013. Walk away with practical examples of how an institution is compiling and integrating available support documentation and resources from Blackboard to share with its campus as well as the wider Blackboard user community!
The progression in the past decade of blogs from personal web journals to a platform for established professionals, corporations and writers has also created opportunities for education. This session looks at the use of blogs with graduate students at NJIT over the past two years as a method for regular student reflection on learning. Using either free services or commercial products, blogs offer the easiest method for students to publish online to a large audience without sophisticated web design skills. This allows them to focus on specific topics and on their knowledge construction. Built-in feedback tools allow teacher-to-student and peer-to-peer commentary. Though blogs can serve as e-portfolios, this project focused on writing concepts, publishing practices, intellectual property and digital design as a learning portfolio. This project will be incorporated into program competencies for students as reflective practitioners in addition to an established e-portfolio program.
The chicken or the Elgg? Developing a socially constructed self-paced learnin...Jason Rhode
Rhode, J. F. (2008, May 8). The chicken or the Elgg? Developing a socially constructed self-paced learning environment. Presented at the 2008 Sloan-C Internation Symposium on Emerging Technology Applications for Online Learning, Carefree, AZ.
Cloud computing for authoring process automationMalinka Ivanova
The paper explores the possibilities for automation of the authoring process in the Web 2.0 platform. The cloud computing strategy that incorporates various computer technologies is discussed from the point of view of the educators/authors. The authoring process as the sequence of actions that the authors perform utilizing applications and services in order to build a complete teaching/learning environment is examined and a model of the authoring process occurring in the cloud of Web 2.0 applications and services is developed. The created model is verified in the content authoring of the Computer Graphics course for students’ bachelor degree.
Slides from talk on "Engaging Virtual Communities: Web 2.0" given at CILIP CDG conference on 30 April 2007.
See http://www.ukoln.ac.uk/web-focus/events/conferences/cilip-cdg-2007-04/
Presentation given at ASTD TechKnowledge 2010. Covers open education, social media, and tools and technologies used to facilitate open education and new media.
Web 2.0 has been, during the last years, one of the most fashionable words for a whole range of evolutions regarding the Internet. Although it was identified by the current analysts as the key technology for the next decade, the actors from the educational field do not really know what Web 2.0 means. They have different descriptions/definitions for blog, wiki, podcast, RSS, etc. This paper explores some of the current uses of Web 2.0 tools in education and discusses some of their advantages and disadvantages. The paper concludes with an invitation addressed to the educational actors to use these tools in teaching and learning.
The photos are from Flickr (last slide shows the links)
Loosely Coupled Teaching with "Web 2.0" Tools (2008)Jared Stein
Scott Leslie and Jared Stein collaborate to present a number of "Web 2.0" tools that may be leveraged to help teachers engage students and meet critical educational goals, including those categorized as 21st century learning.
CTE 680 Web 2.0 Tools to Enhance Higher EducationBrian King
A powerpoint exported from my Keynote if you want to view this in more of a slideshow like setting. It may look weird as I haven't looked at it in PowerPoint and not all of the features may have exported properly. If you have Apple Keynote and want a file of my original presentation please email brianjosephking@gmail.com.
Thank you.
Atl c 2013 - telus about it - collaborative approaches to staff developmentJames Little
TELUS About it - Collaborative approaches to staff development, presentation for ALT-C 2013 at the University of Nottingham by Sarah Horrigan, James Little and Leiza Barthorpe, September 2013
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Group Presentation 2 Economics.Ariana Buscigliopptx
Altc2014 building a culture of flexible online learning one year on - james little
1. Building a culture of flexible
online learning
James Little @jimjamyahauk
University of Leeds
Peter Shanks BotheredByBees Attribution 2.0 Generic (CC BY 2.0)
http://www.flickr.com/photos/botheredbybees/245215927/
2. Overview – Last Year
The 2013 session identified the journey in building a
culture of flexible learning from both a departmental,
learner and institutional perspective in order to deliver an
enhanced
‘Welcome to the University’ orientation for staff
and
build capacity for future developments.
Moyan Brenn Moyan_Brenn_BACK_FROM_ICELA Attribution 2.0 Generic (CC BY 2.0)
http://www.flickr.com/photos/aigle_dore/5849712695/
3. Overview – this
session
By returning to this project after a year the journey of learning to ride
and make use of new technologies in a specific context can be
shared. Often projects are often presented as a one-off - revisiting and
development of the project enables ideas and understanding to be more
fully shared.
1. What has now actually happened from a year ago?
2. What is the experience like?
3. Shows genuine iteration of process.
4. Review and Hands-On Time
Moyan Brenn Moyan_Brenn_BACK_FROM_ICELA Attribution 2.0 Generic (CC BY 2.0)
http://www.flickr.com/photos/aigle_dore/5849712695/
4. Need for change:
Enhancing accessibility
Better mobile device support (responsive)
Informal learning
Fees
Professionalisation of HE workforce
Redesign of accredited programmes
Policies: OER / Social Media
Meeting increasing demand
Drivers
5. • Drivers still the same but now demand and
quality can be met.
• High production values of MOOC provision
have raised the bar for online resources at the
University.
Drivers
6. Evaluating Current Platform
Current bespoke platform wasn’t able to meet
needs:
X Compatibility
X Lack of extendibility / needed features
X Usability for content creators
7. Evaluating
Current Platform
Platform (a bespoke website system) being
retired/replaced and online resources
migrated away.
Definitions provided to split content from
corporate website to SDDU Online.
8. Project Aims
• Identify an effective and customisable
technological solution to fulfill pedagogic
requirements, now and in the future.
• Empower educators to create engaging online
learning opportunities with minimal support.
• Foster a collaborative approach towards the
development of online learning provision.
• Increase learner engagement with
professional development.
9. Project Aims
Identify an effective and customisable
technological solution to fulfill pedagogic
requirements, now and in the future.
Empower educators to create engaging online
learning opportunities with minimal support.
Foster a collaborative approach towards the
development of online learning provision.
- Ongoing: Increase learner engagement with
professional development.
10. How to implement?
Carried out comparison of available platforms:
Images copyright respective holders (linked images used)
11. How to implement?
Chosen: WordPress
Already some use on campus
Flexibility of use/extendibility (plug-ins)
Support for modern responsive web standards
Supported by established global community
12. Implementation
Technical
Network of sites
Plug-ins (Security/Community/Collaboration/Social
Media/Assessment)
Access to content creation tools
Embedding of third party content
Instructional Advice
Accessibility
Usability
Pedagogical
Picture from: http://wpmu.org/wordpress-multisite-guide/
13. Implementation Complete
Technical
Network of sites
Plug-ins (Security/Community/Collaboration/Social
Media/Assessment)
Access to content creation tools
Embedding of third party content
Instructional Advice
Accessibility
Usability
Pedagogical
Picture from: http://wpmu.org/wordpress-multisite-guide/
21. Future Directions
• 12 Months
– Launch of online CPD as separate from existing
departmental website
– Migration of existing content
– Collaborative spaces
• Long-term
– Badges for staff development / accreditation
– Links to other institutional systems
– Some resources OER’d
Image By Nepenthes (Own work) [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0) or GFDL
http://www.gnu.org/copyleft/fdl.html)], via Wikimedia Commons
22. Future Directions
• 12 Months
Launch of online CPD as separate from existing
departmental website
Migration of existing content
Collaborative spaces
• Long-term
– Badges for staff development / accreditation
Links to other institutional systems (AD sign in)
Some resources OER’d
Image By Nepenthes (Own work) [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0) or GFDL
http://www.gnu.org/copyleft/fdl.html)], via Wikimedia Commons
23. Thoughts on journey so far
Starting small but planning for future aims
Existing content refreshed
Department given time to familiarise with new platform
Underpinnings enable future options already waiting in
wings (BuddyPress)
Testing and selection of plug-ins
Network of sites enables large amount of potential features
to be available – but enabled as appropriate for each
resource.
Content creators given access to high quality tools both
within WordPress and through laptop loaded with tools
24. Thoughts on
journey so far
Starting small but planning for future aims
Existing content refreshed
Department given time to familiarise with new platform
Underpinnings enable future options already waiting in
wings (BuddyPress)
Testing and selection of plug-ins
Network of sites enables large amount of potential features
to be available – but enabled as appropriate for each
resource.
Content creators given access to high quality tools both
within WordPress and through laptop loaded with tools
25. Thoughts on journey so far
The first steps to enabling a new approach to
delivering online self-directed professional
development and interaction is possible, which
may inspire educators to model best practice in
their own work.
26. Thoughts on journey so far
https://www.flickr.com/photos/26498881@N06/4022897085/in/photostream/
Attribution-NonCommercial-ShareAlike 2.0 Generic (CC BY-NC-SA 2.0)
What happened next?
27. Thoughts on journey so far
1. Definitions/Workflow - two creation options:
1. Template (self directed/standard set of features):
www.sdduonline.leeds.ac.uk/template/
2. Bespoke Project
2. Support Site: www.sdduonline.leeds.ac.uk/getting-
started/
1. How to use the online template
2. Good practice in relation to online learning, accessibility,
mobile experience, copyright and other related issues.
3. Structure of the SDDU Online Homepage
4. 27 resources createdhttps://www.flickr.com/photos/26498881@N06/4022897085/in/photostream/
Attribution-NonCommercial-ShareAlike 2.0 Generic (CC BY-NC-SA 2.0)
What happened next?
28. Thoughts on journey so far
https://www.flickr.com/photos/26498881@N06/4022897085/in/photostream/
Attribution-NonCommercial-ShareAlike 2.0 Generic (CC BY-NC-SA 2.0)
Workflow - Definitions
29. Thoughts on journey so far
https://www.flickr.com/photos/26498881@N06/4022897085/in/photostream/
Attribution-NonCommercial-ShareAlike 2.0 Generic (CC BY-NC-SA 2.0)
Workflow - Definitions
30. Thoughts on journey so far
https://www.flickr.com/photos/26498881@N06/4022897085/in/photostream/
Attribution-NonCommercial-ShareAlike 2.0 Generic (CC BY-NC-SA 2.0)
Workflow - Template
31. Thoughts on journey so far
Produced after consultation of staff
needs by survey and meetings:
The resource template so far comes
with the ability to:
• Create pages of content with an
easy-to-use editor
• Accordions and Tabs for content
layout
• Organise pages and create
subpages forming a hierarchy of
content
• A menu which automatically
includes pages as they are created
• Ability to embed and/or upload
video, audio and Articulate
Presentations
• Add links to social media services
such as Twitter accounts
• Homepage with option for images
to introduce the resource
• Analytics of accesses to resource
and visitors
• Active-Directory Log-in
• Enable you to overall create a blog
or a mini-website
• Based upon quiz
• Quiz
https://www.flickr.com/photos/26498881@N06/4022897085/in/photostream/
Attribution-NonCommercial-ShareAlike 2.0 Generic (CC BY-NC-SA 2.0)
Workflow - Template Options
32. Thoughts on journey so far
https://www.flickr.com/photos/26498881@N06/4022897085/in/photostream/
Attribution-NonCommercial-ShareAlike 2.0 Generic (CC BY-NC-SA 2.0)
Support Site
33. Thoughts on journey so far
Guidance:
1. How to use the online template and included
suite of tools
2. Good practice in relation to online learning
3. Types of online resources/courses you could
develop
4. Mobile experience
5. Web Accessibility
6. Other legal Checklist to sign-off readiness to
publish on SDDU online
https://www.flickr.com/photos/26498881@N06/4022897085/in/photostream/
Attribution-NonCommercial-ShareAlike 2.0 Generic (CC BY-NC-SA 2.0)
Support Site
34. Thoughts on journey so far
https://www.flickr.com/photos/26498881@N06/4022897085/in/photostream/
Attribution-NonCommercial-ShareAlike 2.0 Generic (CC BY-NC-SA 2.0)
Structure – Homepage
35. Thoughts on journey so far
https://www.flickr.com/photos/26498881@N06/4022897085/in/photostream/
Attribution-NonCommercial-ShareAlike 2.0 Generic (CC BY-NC-SA 2.0)
Structure – Homepage
36. Thoughts on journey so far
https://www.flickr.com/photos/26498881@N06/4022897085/in/photostream/
Attribution-NonCommercial-ShareAlike 2.0 Generic (CC BY-NC-SA 2.0)
Structure – Homepage
Option (via BuddyPress)
to record your access to
areas and buld up a
portfolio of learning.
37. Thoughts on journey so far
https://www.flickr.com/photos/26498881@N06/4022897085/in/photostream/
Attribution-NonCommercial-ShareAlike 2.0 Generic (CC BY-NC-SA 2.0)
27 Resources Created
Each time a resource is
created it gets added to
your personalised list.
38. Thoughts on journey so far
Progress slower than anticipated but this has enabled time
for:
• Existing resources to be evaluated and updated (October
2014 deadline)
• Robust support and options for the creation of resources
• Higher quality provision produced
• Satisfaction in staff getting to grips with the content
creation process – time for seminars and buy-in from senior
management
• New future options: Courseware / Blogs,wikis /
Collaborative writing / Reflections/notes during resource
39. Thoughts on journey so far
• Initial feedback from staff using the resources
is positive in terms of access, content, ability
to access from personal mobile devices.
– Will assess with a survey and and interviews
• Each resource has analytics enabled –
currently collecting quantative data
40. What do you think / Playtime!
Ideas / Thoughts / Feedback
Template:
www.sdduonline.leeds.ac.uk/altc2014/wp-admin/
Username: sddut1 or sddut2 or sddut3 or
sddut4 or sddut5
Password: altc2014
Editor's Notes
Structure of presentation will take those that haven't seen the session last year on the journey but also update it with what has happened since the plans were made and implemenetd to show proper iteration and the next steps of what to do. Finally there will be some hands on time for experiencing the site and resources..
Context SDDU and the University – a need to enable staff within the unit to update and develop resource for staff development. 10 years worth of information and new resources also needed.
Seminar
Guidance document
One-to-one
Wins and buy in for SDDU laptop for content creators
Seminar
Guidance document
One-to-one
Wins and buy in for SDDU laptop for content creators
Creating a new resource based on a change to existing provision leading to a fully online package
Clean interface – full screen options
Clean interface – full screen options
Clean interface – full screen options
Clean interface – full screen options
Clean interface – full screen options
BuddyPress
Community
Institutional log in
Clean interface – full screen options
BuddyPress
Community
Institutional log in
Clean interface – full screen options
BuddyPress
Clean interface – full screen options
BuddyPress
Clean interface – full screen options
BuddyPress
Clean interface – full screen options
BuddyPress
Clean interface – full screen options
BuddyPress
Clean interface – full screen options
BuddyPress
Clean interface – full screen options
BuddyPress
Standard set of supported options. Tested so they will work.
Standard set of supported options. Tested so they will work.
Standard set of supported options. Tested so they will work.
Standard set of supported options. Tested so they will work.